Conflict and adversity is an inevitable part of all of our lives. Yet, many people have different reactions to the conflict they face in their own individual scenarios. For a lucky few, conflict can serve as a point of resistance where the individual can rise above adversity and embrace a strong sense of inner pride and strength as seen in Mia Angelou's poem "Still I ise"; however, there are other cases where the conflict is simply too great, and it can break the individual, causing them to act either irrationally as in Mordecai itchler's The Apprenticeship of Duddy Kravitz, or can throw one into a deep state of depression, as seen in Alex Colville's wartime painting.
In some instances, resistance can often lead to an increased inner strength. This is seen most in Maya Angelou's poem "Still I ise." Here, the narrator is obviously reacting towards some sort of conflict that…...

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References

Angelou, Maya. "Rise."

Colville, Alex. "Infantry, Near Nijmegen Holland."

Faulkner, William. "Barn Burning."

Ritchler, Mordecai. The Apprenticeship of Duddy Kravitz.

Hemingway both describes these characters in the relation with him as well as in the relation with other subjects. Regardless however of the perspective, the hurdles the characters overcome make them successful both in the mind of the reader and in terms of the artistic legacy they left behind.
Gertrude Stein can be seen as an example of a person that overcame adversities and became successful. This is particularly taking into account the preferences in her private life and her long-term female companion, Alice Toklas. Back in the day, such preference was not necessarily condemned but it was not overlooked either. However, in the case of Gertrude Stein, her qualities and determination made her one of the most appreciated women of the French society. Hemingway points this success in his writing, "When you have two people who love each other, are happy and gay and really good work is being…...

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Overall, "The moveable feast" is one of Hemingway's most entertaining and at the same time full of meaning creations of his late years. The complexity of the writing and the portraits of the characters are essential for providing an overall image of the world in the 1920s. Furthermore, the focus on Paris to such a great detail allowed the city to be an actual character in Hemingway's creation. The perspectives proposed by Hemingway together with the themes and subjects link the existence of the author and his depicted friends to the American dream and to the way in which adversities can be overcome in order to achieve success.

Reference

Hemingway, Ernest. A Moveable Feast. New York: Scribner, 2003.

Unfortunately, the Natives are still facing many social and economic barriers to success.
In conclusion, "Bury My Heart at Wounded Knee" is a compelling and difficult book to read. It tells the graphic history of the Native Americans, and indicates that their way of life was paramount to their well being, their culture, and their very existence. So many of them attempted to hold on to their old ways even as they were ripped from their lands and moved to strange, uninhabitable places. Their character, their strength, and their dignity comes through in their history, and Brown's book makes them sympathetic, but never undermined their proud determination to survive and thrive. As ed Cloud says in the book, "When the white man comes to my country he leaves a trail of blood behind him" (Brown 103). That blood may have dried, but it will always be there in Native American…...

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References

Brown, Dee. Bury My Heart at Wounded Knee. An Indian History of the American West. New York: Henry Holt & Company, 2001.

Lyman, Stanley David. Wounded Knee 1973: A Personal Account. Eds. Floyd a. O'Neil, June K. Lyman, and Susan McKay. Lincoln, NE: University of Nebraska Press, 1993.

Mieder, Wolfgang. "The Only Good Indian is a Dead Indian: History and Meaning of a Proverbial Stereotype." Journal of American Folklore 106.419 (1993): 38-60.

Prucha, Francis Paul. The Great Father: The United States Government and the American Indians. Lincoln, NE: University of Nebraska Press, 1984.

Leading Change Continual Learning, Creativity and Innovation, External Awareness, Flexibility, esilience, Service Motivation, Strategic Thinking, And Vision
The purpose of this report is to discuss the process of leading change as a core qualification and how it encompasses an ability to develop and implement an organizational vision that integrates key national and program goals, priorities, values, and other factors. Even though the need for change is a concept that is recognized and acknowledged, instituting change and change policies is still a very difficult process and guaranteeing that a required change actually takes hold of the long-term is even more difficult a process to manage. In the 1995 book by John P. Kotter, professor of leadership at Harvard Business School showed that businesses often have many common errors when managing organizational change. For example, the Harvard report found organizations allowing far too much complacency, fail to create sufficient guiding coalitions, they underestimate…...

Multicultural Matrix and Analysis
SOC/315 Version

Criminal Justice

Multicultural Matrix and Analysis Worksheet

Instructions:

Select and identify six groups in the left-hand column. Complete the matrix.

Write a summary.

Format references consistent with APA guidelines.

Matrix

What is the group's history in the United States?

What is the group's population in the United States?

What are some attitudes and customs people of this group may practice?

What is something you admire about this group's people, lifestyle, or society?

Sioux

The Sioux is a group of Native American tribes, related by language, that were based in the Great Plains. In the 1800s, westward expansion and white settlement led the U.S. government to by force remove the Sioux from their native lands onto reservations. Anger over these removals and poor treatment by the federal government ultimately boiled over into armed confrontation, which ended in the Great Sioux War of 1876-77 and the Wounded Knee Massacre of 1890, which finally broke Sioux resistance.

Today, there are an estimated…...

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References

Sioux. (2012). Retrieved from http://www.history.com/topics/sioux

Black History. (2012). Retrieved from  http://www.britannica.com/blackhistory 

African-American Voices. (2007). Retrieved from  http://web.archive.org/web/20080507214116/http://www.digitalhistory.uh.edu/black_voices/voices_display.cfm?id=23 

The Story Of Hispanics In The Americas. (n.d.). Retrieved from http://history-world.org/hispanics.htm

Disasters and Their Management
Disaster Management

egional Disaster Analysis

Both natural and human caused disasters have been an issue in the safety of human beings all over the world. Fortunately, there are international agencies that are created for the purpose of mitigation purposes and assist in the prevention of disaster effects that would be more adverse. State governments also have the obligation of adopting the right preventive and counter actions to assist in cushioning citizens from the effects of disasters. This paper, therefore, analyzes the types of disasters in Africa, and the theoretical approaches in the management of the disasters. Under management of disasters, different factors are discussed including response, preparedness and recovery and mitigation practices. There is also a review of both the International Agencies and Local Governments, relating to their preparedness in responding to disasters. Finally, there is an analysis on the partnership relationships between public and private agencies to create…...

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References

Christopher, M. & Tatham, P. (2011) Humanitarian Logistics: Meeting of Challenge of Preparing for and Responding to Disasters. New York: Kogan Page Publishers.

Congress (2006) congressional Record, V. 149, Pt.2, January 21, 2003 to February 11, 2003. Congress.

Holden, S. (2003) AIDS on the Agenda: Adapting Development and Humanitarian Programs to meet the challenge of HIV / AIDS. New York: Oxfam Publishers.

Oniang'o, R. (2009) Food and Nutrition Emergencies in East Africa: Political, Economic and Environmental Associations. New York: International Food Policy Restoration Institution.

modernity, the idea of culture and groups has become complex and morphed into an amalgamation of definitions surrounding the idea of just what it is that defines a community. The idea of "community" as a political or sociological concept, has taken on new meaning in the 21st century era of globalization. First, however, it is important to understand the basic idea of community, as well as the political, social and cultural changes that result in a need for a different definition of what community means and how it influences the individual's life.
In general, the idea of community conveys two rather distinct messages. It is often used to refer to a social unit of varying size that shares common values, or a national or international community in which the individuals have something unique or a set of principles and beliefs that are common to most of the group. In science,…...

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REFERENCES

"9-11: The Basics." 2012. Septterror.tripod.com. March 2014. .

Anderson, B. Imqagined Communities: Reflections on the Origin and Spread of Nationalism. New York: Verso, 2006. Print.

CNN Network. "Stars and Stripes and Security Lines." September 2013. 9-11 The Ripple Effect. Web. February 2014. .

Effland, R. "The Cultural Evolution of Civilizations." 1998. Mesa Community College. February 2014. .

2009).
his is largely due to the eating patterns established in poverty; lack of food during childhood has the tendency to increase over-eating when food is available, and instills a strong compulsion to avoid food insecurities in adulthood, leading to unhealthy eating habits (Olson et al. 2007). Such habits obviously cause health deterioration, which limits productivity and creates bigger expenses, and so assists in the intergenerational perpetuation of poverty and the likely creation of similar or related issues in the children of the adult overeaters. his also ties into other social factors of adult life that stem from issues related to childhood poverty.

Employment in adulthood can be heavily affected by poverty in childhood, as noted above. here are several complex and interrelated ways in which this can occur. First, there is a strong indication that childhood poverty creates a pattern of psychological stress that becomes all but inescapable in adulthood…...

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This is largely due to the eating patterns established in poverty; lack of food during childhood has the tendency to increase over-eating when food is available, and instills a strong compulsion to avoid food insecurities in adulthood, leading to unhealthy eating habits (Olson et al. 2007). Such habits obviously cause health deterioration, which limits productivity and creates bigger expenses, and so assists in the intergenerational perpetuation of poverty and the likely creation of similar or related issues in the children of the adult overeaters. This also ties into other social factors of adult life that stem from issues related to childhood poverty.

Employment in adulthood can be heavily affected by poverty in childhood, as noted above. There are several complex and interrelated ways in which this can occur. First, there is a strong indication that childhood poverty creates a pattern of psychological stress that becomes all but inescapable in adulthood (Evans & Kim 2007). The prolonged stress that this can lead to has been linked to many health problems, like any other form of prolonged stress, but the cumulative effects of continued conditions of poverty often exacerbate the problem still further (Evans & Kim 2007). It can even lead to a lack of ability to fully regulate stress, and this leads to many issues in the employment world, including memory issues, the ability to handle work-related stress including deadlines and other common features of modern jobs, which simply leads to more stress and again, reduced productivity (Evans & Schamberg 2009). The problems of childhood poverty easily become self-perpetuating due to the reduced productivity of adults that grew up in poverty.

This is not merely evidenced from a medical and psychological perspective, but by direct economic research as well. Writing in the New York Times, Eckholm (2007) details recent findings that adults who were raised in poverty not only end up less productive, but typically also have higher costs associated with health problems and other issues. Intervention, then, must occur early and must come form an outside source if the cycle is to be broken. It is, of course, unfortunately impractical to think that poverty could simply be alleviated, but there are ways to mitigate the effects of childhood poverty so that they are not as exposed to risks either in childhood or in adulthood, giving greater

old, living away from home for the first time in an apartment in San Diego when I decided to attend college and maintain myself in an apartment without taking any financial assistance from my parents. Since I was not a California resident I had the additional expense of paying out-of-state tuition. I had a football scholarship that would pay fifty-percent of my tuition but I needed a job to pay my living expenses and the remaining tuition.
Although the time required for school and football was a fulltime job in itself, my financial needs said I needed to work between thirty and thirty five hours per week to make ends meet. With that as my motivation, I took a job at Federal Express as a package handler on the graveyard shift.

The summer before starting my sophomore year of college, just two weeks before the beginning of football camp in August,…...

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Using my newfound knowledge I spent three months doing intensive rehab in the swimming pool and in lifting soup cans for weights. At the end of that time, I gained enough use of my arm to be able to work in a restaurant. Meanwhile I continued my rehabilitation for an additional eight months.

During that time of rehab and unemployment, I resided in the comfort of my 1966 VW Bug. I lived off my savings, ate canned goods, and showered at the pool after two workouts a day. Living in my VW Bug for eleven weeks and two days was an experience that will shape my life forever. It taught me the importance of resilience, humility, diligence, and the power of optimism. I know now that life gives us many obstacles we do not expect or want, but it is not what is dealt to us that is important. It is how we deal with what we are given.

I learned how to handle many obstacles at the same time and perform all to the best of my ability. I found I can handle and even appreciate adversity at different times, and sometimes at the same time, while maintaining the tenacity and vision to accomplish daily responsibilities and pursue future goals. Having learned those things will serve me well in a career with the FAA.

Voltaire and Dostoyevsky
Dostoyevsky's Notes from Underground and Voltaire's Candide are precisely similar works: in attempting to construct a narrative critique of a philosophical system, they slip from harsh satire into a form of sentimentality. I would suggest that comparing the two works' differing approaches to the philosophical problems of optimism, adversity, and violence are indicative of a different attitude altogether toward the philosophical problems presented. Dostoyevsky is passionate but ultimately sees no alternative between traditional religious morality and nihilism; Voltaire, by contrast, sees traditional religious morality as banal and proposes his own alternative. But in my conclusion, I will compare and contrast the role played by comedy in both works -- although each takes a broadly satirical approach toward the philosophical fashions of the present-day, only Candide is the genuinely comic work.

In comparing the role played by optimism in both works, it is important to recall that this was Voltaire's…...

ace and Academic Disengagement
Psychological Disengagement

Psychological disengagement represents a coping mechanism that preserves a person's sense of self-worth in the face of negative feedback. For example, a student may discount a bad grade on an exam by framing it as an aberration, thereby preserving a 'good student' self-identity. Employing this coping mechanism has specific advantages, such as allowing the student to be persistent about achieving academic success despite receiving negative feedback (Nussbaum and Steele, 2007). On the other hand, psychological disengagement could facilitate a student framing academic success as irrelevant to their personal goals and future. Such students tend to perform poorly in school and suffer from increased dropout rates (reviewed by Stephan, Caudroit, Boiche, and Sarrazin, 2011). In contrast, students who are academically successful tend not to disengage, despite receiving a negative evaluation, and self-perceptions of their academic competency suffers accordingly. Understanding the mechanisms that encourages psychological disengagement therefore has…...

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References

Major, Brenda, Spencer, Steven, Schmader, Toni, and Wolfe, Connie. (1998). Coping with negative stereotypes about intellectual performance: The role of psychological disengagement. Personality & Social Psychology Bulletin, 24, 34-50.

Nussbaum, A. David and Steele, Claude M. (2007). Situational disengagement and persistence in the face of adversity. Journal of Experimental Social Psychology, 43, 127-134.

Schmader, Toni, Major, Brenda, and Gramzow, Richard, H. (2001). Coping with ethnic stereotypes in the academic domain: Perceived injustice and psychological disengagement. Journal of Social Issues, 57, 93-111.

Stephan, Yannick, Caudroit, Johan, Boiche, Julie, and Sarrazin, Philippe. (2011). Predictors of situational disengagement in the academic setting: The contribution of grades, perceived competence, and academic motivation. British Journal of Educational Psychology, 81, 441-455.

American Civil War
Give a brief overview of the causes of the Civil War.

From April 12, 1861 to April 9, 1865; America became engrossed in a bloody civil war. It was fought for many reasons, which came together to create increased hostilities and carnage. First, the influx of immigration in the 1850s brought a new labor force to the Northern states. This offered them with an alternative pool of cheap labor. While the South still believed, that slavery was an ethical practice and did not want to end it. (Kennedy, 2012)

A second cause was the Supreme Court case Dred Scott vs. Stanford. Dred Scott was a slave who wanted to seek citizenship through the American legal system. His case was denied in 1857. It was based the legal interpretation that anyone who descended from Africa could not become American citizens. It also overturned the Missouri Compromise of 1820. This did not…...

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References

Graber, M.A. (2006). Dred Scott and the problem of constitutional evil. Cambridge: Cambridge University Press

Kennedy, A. (2012). The Brief American Pageant The History of the Republic. Boston MA: Wadsworth

Massey, M.E. (1966). Women in the civil war. Lincoln, NE: University of Nebraska Press.

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed military parents regarding active involvement in their childs education? The study used Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences…...

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REFERENCESAlfano, C. A., Lau, S., Balderas, J., Bunnell, B. E., & Beidel, D. C. (2016). The impact of military deployment on children: Placing developmental risk in context. Clinical Psychology Review, 43, 17-29.Allen, D. C. (2015). Research, when you know what you’re doing: A review of essentials of qualitative inquiry. The Qualitative Report, 20(4), 451-453.Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature, and Languages, 1(1), 9-16.Anney, V. N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness criteria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 5(2), 272-281.Appel, H., Gerlach, A. L., & Crusius, J. (2016). The interplay between Facebook use, social comparison, envy, and depression. Current Opinion in Psychology, 9, 44-49.Bandura, A. (2018). Toward a psychology of human agency: Pathways and reflections. Perspectives on Psychological Science, 13(2), 130-136.Bello?Utu, C. F., & DeSocio, J. E. (2015). Military deployment and reintegration: A systematic review of child coping. Journal of Child and Adolescent Psychiatric Nursing, 28(1), 23-34.Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: The roles of prior achievement and socioeconomic status. Journal of youth and adolescence, 45(6), 1053-1064.Bennett, J. (2018). Combating sexual assault with the military ethic: Exploring culture, military institutions, and norms-based preventive policy. Armed Forces & Society, 44(4), 707-730.Bolles, E., & Patrizio, K. (2016). Leadership tenets of military veterans working as school administrators. Journal of Leadership Education, 15(3), 98-116.Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.Brownfield, D., & Thompson, K. (1991). Attachment to peers and delinquent behavior. Canadian Journal of Criminology, 33, 45.Burton, N. W., Pakenham, K. I., & Brown, W. J. (2010). Feasibility and effectiveness of psychosocial resilience training: A pilot study of the READY program. Psychology, Health, and Medicine, 15(3), 266-277.Carey, M. A., & Asbury, J. E. (2016). Focus group research. Routledge.Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A meta-analysis. Educational research review, 14, 33-46.Chang, R. (2017). Genevra Walters: How tech can close the achievement gap: Students who struggle need more technology, not less. THE Journal (Technological Horizons in Education), 44(1), 12.Cheng, C. C. & Huang, K. H. (2018). 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A randomized clinical trial of a post-deployment parenting intervention for service members and their families with very young children. Psychological Trauma: Theory, Research, Practice, and Policy, 9(S1), 25.Doge, P. & Keller, H. (2014, July-September). Similarity of mothers\\\\\\\\\\\\\\\' and preschool teachers\\\\\\\\\\\\\\\' evaluations of socialization goals in a cross-cultural perspective. Journal of Research in Childhood Education, 28(3), 377-381.Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., ... & Hutchins, D. J. (2018). School, family, and community partnerships: Your handbook for action. City: Corwin Press.Ellison, T. L. & Evans, J. N. (2016, Fall). Minecraft, teachers, parents, and learning: What they need to know and understand. SchoolCommunity Journal, 26(2), 25-30.Eskreis-Winkler, L., Duckworth, A. L., Shulman, E. P., & Beal, S. (2014). 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US military children and the wartime deployments of family members. Child Development Perspectives, 11(1), 23-28.Mahuro, G. M., & Hungi, N. (2016). Parental participation improves student academic achievement: A case of Iganga and Mayuge districts in Uganda. Cogent Education, 3(1), 1264170.Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Thousand Oaks, CA: Sage Publications.Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.Moeller, J. D., Culler, E. D., Hamilton, M. D., Aronson, K. R., & Perkins, D. F. (2015). The effects of military-connected parental absence on the behavioral and academic functioning of children: A literature review. Journal of Children\\\\\\\\\\\\\\\'s Services, 10(3), 291-306.Moll, L. (ed). (1990). Vygotsky and education. Cambridge University Press.Moustakas, C. (1990). Heuristic research: Design, methodology, and applications. 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R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal to help the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community as a whole, you may not receive any direct benefits of your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.1. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.1. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.1. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military? 1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children? 1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education? 1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare and contrast your role in your child’s education when not deployed and while deployed? 1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education, please explain. 1. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Will each individual, please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent? 1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberAbstractThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. The research question was: What are the perceptions of deployed military parents regarding active involvement in their childs education? The methodology included using a qualitative phenomenological research design, applying Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who…...

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Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAppendix A: Irb Approval Letter SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Appendix B: Recruitment FlyerAppendix C: Informed ConsentCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community, you may not receive any direct benefits from your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may sharedata I collect from you in future research studies or with other researchers; however,in such an event, I will remove any information that could identify you, if applicable.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.2. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.3. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.4. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher;you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAppendix D: Recruitment LetterFall 2020Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAppendix E: QuestionnaireThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information andto capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix F: Interview GuideSemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military?1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children?1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education?1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare your role in your child’s education when not deployed and while deployed?1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 1. What advice would you give a military parent who is deployed or may deploy in the futureAppendix G: Focus Group Question GuideSemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Willeveryone please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent?1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received Appendix H: Participant QuestionnaireQuestions Demographic Information 1. Name:1. Age: 1. Ethnicity:1. Branch of Service1. Rank: 1. Age of spouse: 1. Spouse current profession: 1. Highest degree earned:1. How many school-age children currently in your household?1. How many times have you been deployed?1. If currently deployed, what is the duration of your deployment?1. If not currently deployed: When was your last deployment, and how long?Written Refection of experiences 1. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain?1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education?1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? Appendix I: Standardized Open-Ended Interview QuestionsQuestions Opening Questions 1. Please introduce yourself, describe yourself and your family 2. How long have you been serving in the military?3. In the past two years, how many times and for how long were you deployed?4. What is the age and gender of your school-age child or children?5. Please explain your experience in the military thus far 6. Questions relating to participants perceptions 7. What is your definition of parental involvement, particularly as it relates to education?8. In what way (if any) does your definition of parental involvement change while deployed?9. How would you compare and contrast your role in your child’s education when not deployed and while deployed?10. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?11. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?12. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education?13. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 14. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?15. Questions relating to participants’ perceptions of challenges16. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 17. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 18. How does being deployed alters your interactions with your child’s teachers and other educators?19. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education? Please explain 20. What advice would you give a military parent who is deployed or may deploy in the future?Appendix J: Standardized Open-Ended Focus Group QuestionsQuestions Opening Questions: 1. Will everyone please state your name, your military branch, and length of service?2. Questions Relating to Challenges Parents experience while Deployed:3. As a parent, how would you describe your overall experience of being separated from your family while deployed?4. What would you identify as the most challenging aspect of being a military deployed parent?5. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome them?Questions Relating to Participants involvement:6. How has your deployment affected your child’s performance in school?7. How often and in what way do you interact with your child’s teachers or educator? What types of feedback have you received?https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:ABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed militaryparents regarding active involvement in their childs education? The study used the theory of Epstein regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences of parents who have or are currently experiencing challenges…...

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R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:· Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.· Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality· Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptionsand lived experinces of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal tohelp the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community as a whole, you may not receive any direct benefits of your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.· Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.· Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.· The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.· I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptionsand lived experinces of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.a. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain b. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s educationc. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experinces of deployed military parents regarding active involvement in their child’s education?Opening Questions 19. Please introduce yourself, describe yourself and your family 20. How long have you been serving in the military 21. In the past two years, how many times and for how long where you deployed22. What is the age and gender of your school-age child or children 23. Please explain your experience in the military thus far Questions relating to participants perceptions 24. What is your definition of parental involvement, particularly as it relates to education 25. In what way (if any) does your definition of parental involvement change while deployed26. How would you compare and contrast your role in your child’s education when not deployed and while deployed 27. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?28. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed29. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 30. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 31. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges32. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 33. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 34. How does being deployed alters your interactions with your child’s teachers and other educators 35. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education, please explain 36. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experinces of deployed military parents regarding active involvement in their child’s education?Opening Questions: 7. Will each individual, please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:8. As a parent, how would you describe your overall experience of being separated from your family while deployed9. What would you identify as the most challenging aspect of being a military deployed parent 10. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:11. How has your deployment affected your child’s performance in school12. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

Certainly! Here are a few unique and fresh essay topics on Japanese internment:

1. Exploring the Role of Japanese American Women during Internment: Discuss the experiences, contributions, and resilience of Japanese American women during the internment period, highlighting their role in preserving their communities and influencing social change.

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3. Artistic Expression and Resistance in Internment Camps: Examine how interned Japanese Americans utilized various art forms, such as poetry, drawing, and....

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Part I: The Allegory of Freedom and Confinement

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3. Of Caged....

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